







• «J^W^.'. o 




.* 



r oV 














4 o 




V ***** CX 






^ .L!nL'- 



A* 







uniiQiumiLiuiwiiMiia 






/ .... v-^V . . . v^ y .... % 




A It i-; PORT 



A PIAX FOR TiiE ORGANIZATION 



lii' 



COLLEGES FOR AGRICULTURE 



AM) TIIM 



MECHANIC ARTS 



WITH 



K SPECIAL REFERENCE TO THE ORGANIZATION 



OF THE 



SkpkvXUul €dkp d &mmuU\^nin f 



N VIEW OF TIIE ENDOWMENT OF THIS INSTITUTION DY THE LAND SCIMf BU.NI>, 
DONATED BY COXGCE33 TO THE STATE OF PENNSYLVANIA- 



ADDRESSED 



.0 t!i3 Boaril of Trustees of tb? A^rionltural Galley o: Pjai3jlv\uij, .'oitju! 
at Earrisburg, January 6, 1834: 



Br Dr. E. PUGII, President of the Facul 



■L'£Y 



Prink d by Order of the Hoard. 



II A IM1ISBU il (2 : 

SINGERLY A MYERS, PRINTERS. 

1861. 



A REPORT 



UPON 



A PLAN FOR THE ORGANIZATION 



OP 



COLLEGES FOR AGRICULTURE 



AND THE 



MECHANIC ARTS 



WITH 



ESPECIAL REFERENCE TO THE ORGANIZATION 



OP THE 



& guitulfttr&t €$U$p of ^mm%lHuU t 



IN VIEW OP THE ENDOWMENT OF THIS INSTITUTION BY THE LAND SCRIP FUND, 
DONATED BY CONGRESS TO THE STATE OF PENNSYLVANIA ; 



ADDRESSED 



To the Board of Trustees of the Agricultural College of Pennsylvania, Convened 
at Harrisburg, January 6, 1864 s 



By Dr. E. PUGH, President of the Faculty. 



HARRISBURG: 

SINGERLY & MYERS, PRINTERS. 
1864. 






:.'S"J 



INDUSTRIAL COLLEGES. 



The Pecuniary Resources and Educational character of the Colleges and 
Universities of the United -States. 

There were, previous to the rebellion, over two hundred and twenty Col- 
leges and Universities in the United States, in addition to a number of Schools 
for law, medicine and theology. No other class of Institutions bearing a com- 
mon name, differed more widely in the value of their pecuniary resources, 
and in the extent of their operations than did these Colleges and Universities. 

A large number of them were without any endowment whatever, and 
were obliged to rely wholly upon the fluctuating resources of their income 
from students ; others were moderately endowed, but had their class rooms 
almost filled with students owning perpetual scholarships, the original sale of 
which secured the endowment fund ; while a few were sufficiently well en- 
dowed to enable them to employ a large number of professors and teachers 
with the proceeds of the Endowment fund alone. 

The number of Professors, in these Institutions, varied from as low as two 
in some of them, to forty in others, while the number of students varied from 
twenty to eight hundred, as may be seen by referring to the statistical tables 
.of Child's National Almanac for 1863. 

The examination of so large a number of Educational Institutions, all of 
which aim at finishing the education of students, must afford valuable data 
for the consideration and guidance of those who would found Industrial Col- 
leges; for, although the course of instruction, in an Industrial College, must 
be radically different from that of a purely literary Institution, yet there will 
be important points of identity between them, in matters of organization and 
the pecuniary resources required to give them efficiency. The difference in 
the number of Professors, which Educational Institutions are enabled to em- 
ploy, is one of the most marked sources of difference in the extent of their 
operations. 

It is a difference which, with few exceptions, corresponds to the income of 
the College, and to the extent and efficiency of its course of instruction. 



4 

A glance at the statistical tables referred to above exhibits the greatest 
difference amongst these two hundred and twenty Colleges, in regard to the 
number of Professors they employ. 

So far as they afford the data, the following sub-division, of American 
Colleges, dependent upon the number of Professors in each, has been made, 
to wit : — 

Colleges with from 2 to 5 Professors 41 

Do. do. 6 " 10 do 97 

Do. do. 11 " 15 do 29 

Do. do. 16 " 20 do 6 

Do. do. 26 " 30 do 4 

Do. with over 36 do 3 

Were we to arrange them in the order of the amount of their endow- 
ment, or of their income, or the number of their students, we would find 
the differences quite as marked as those just given, for the number of their 
Professors. 

Had we time to examine closely the internal organization, and the subjects 
taught, and the means of teaching in each of these Colleges, we would find 
that all those with a small number of Professors, and with a limited income, 
were laboring under a great many disadvantages. 

But without stopping to dwell upon these disadvantages, we will consider 
the resources and the operations of some of the most prominent amongst 
them. For this purpose those in table I have been selected. They em- 
brace, with a few exceptions, 

First. — All Institutions with 15 or more Professors. 

Second. — All ivith $400,000 or more endowments. 

Third. — All, the annual expenses of which are over $12,000, 



TABLE I. — Showing the Educational Resources of the more prominent 

American Colleges. 



COLLEGES. 



Bowdoin College 

Dartmouth College 

Harvard University 

Amherst College 

Brown University 

Yale College 

Columbia College 

University, City of New York. 
New York Free Academy. . . . 

Union College 

Rochester University 

Vassar Female College. 

Princeton College 

University oi Pennsylvania. . . 
Philadelphia High School. ... 

Girard College 

University of Michigan 

University of Illinois 



No. of j Ain't paid 
l Profs, and 

Profs stud'ts. I Teachers 



18 
20 

56 

J7 
12 
4 
43 
36 
25 
17 
11 



181 
307 
833 
229 
202 
617 
689 
488 
916 
276 
160 



221 
642 
502 
400 

286 



$13,000 
68,000 



52,000 

42,' 000 
19,400 
10,950 



Amount of 
Endowment. 



*$ 182, 000 

217,667 

1,613,884 

•590,000 

220,000 



1,650,666 
*250,000 

t 
658, 000 
123,224 
408, 000 

**306,634 



2, 000, 000 
600,000 
427,625 



Annual 
Expenses 



$17,907 
153,131 
18,500 
36,000 
78,000 
70,269 
14,011 
52,5! 
30, 00 J 
13,418 



26,844 
23,430 
85,000 
40,010 



No. of 

Volumes 
in Library. 



30,595 

35, 102 

149,000 

30,000 

37,000 
75,0U0 
18,000 
10,000 
10,000 
18,000 
7,000 



22, 200 
8,000 



8, 000 



The attention of the Board is .respectfully invited to a careful consideration 
of the data afforded by the above table. The average number of ProfessoTS 
in these Colleges is twenty-five, while the average amount of endowment fund 
is over $600,000. The figures in all the columns are remarkably suggestive 
of the resources required to carry on Educational Institutions of even mod- 
erately high character. Had we time to examine closely into the details of 
the working of these Institutions, as exhibited in their annual reports, we 
would find, in all of them, the most indubitable evidence of the insufficiency, 
of their resources, for the accomplishment of the mission they are laboring to 
fulfil. Whether we examine their Linguistic, their Literary, or their Scientific 
Departments, or any one of the several Professional Schools which some of 
them have, we will find, in all of them, an absence of that thoroughness which 
characterizes the highest order of study. With very few exceptions, we will 
find Professors obliged to teach too many different things to teach anything 
very thoroughly, or to keep themselves posted on the progress of knowledge, 
in their own department, in the learned world. If confirmation of the in- 
sufficiency of their resources were needed, we have it in the constant efforts 
that nearly all of them are making to secure additional pecuniary aid. 

In order to examine more closely the manner in which the pecuniary re- 
sources given in table I, are applied to the purposes designed by them, the 



* In these, some property whieh does not afford any iaconn is included. 
finis Institution is wholly supported by the city of New York. 



6 

following table has been prepared from the recent Treasurer's reports of the 
three colleges named : 

TABLE ILShovring Source of Income and Expenditure for Harvard, 

Yale, and Columbia. 





ANNUAL INCOME OF 


ITEMS OF INCOME FROM 


Harvard. 


Yale. 


Columbia. 


Funds invested, rents, &c 


$89, 039 47 
50,782 35 
12,753 89 


$28,066 62 


$63,652 52 


Tuition « 


4-0,563 15 9.955 33 


Sundries 


4,411 00 








Amount total 


152, 575 71 


73, 040 77 


73,607 85 



ANNUAL EXPENDITURE OF 



ITEMS OF EXPENDITURE FOR 



Harvard. 



Salaries in academical depart't.... 

Salaries in other departments 

Beneficiary fund, free scholars'p, &c 

Library 

Museum and apparatus 

Scientific department 

Sundries.... 



Amount total 153,431 50 



$44,650 00 

23,158 96 

7,591 12 

13, 894 64 

4,815 33 

11,368 72 

47,951 73 



Yale. 



$24, 268 38 

11,619 16 

4,873 40 

3,328 80 

954 15 

3,987 50 

29, 151 02 



78,182 41 



Columbia. 



$47,239 18 
5,206 79 

1,012 50 
100 86 



25,710 34 



79, 269 67 



As an example of the source of the several items of income above given, 
we quote from the recent Treasurer's report of Harvard University : 

Fund appropriated to Academical department $183,440 24 

to Scholarships 60,326 54 

to different Professorships 338, 970 96 

toLibrary 27,582 16 

to Law School 22, 943 63 

to Observatory 110,665 74 

to Theological School 110, 650 19 

to Scientific School 130,711 55 

to Medical School 37,447 79 

* Columbia College gives gratuitous instruction to a number of students. 



Do. 


do. 


Do. 


' do 


Do. 


do 


Do. 


do 


Do. 


do 


Do. 


do 


Do. 


do 


Do. 


do 



7 

Fvmd appropriated to special purposes ....... $519,796 93 

Do. do. to conversion of Indians 15,290 04 

Do. do. to Minister 0,nd School Master 4,558 34 

Do. do. to Zoological Museum.... 51,348 38 

Total , M113, 884 11 

Persons who are not familiar with the expenses involved in carrying on 
first class institutions, might be filled with amazement at, what would seem, 
the prodigality of spending the large sum of $152,575 11 annually in one 
educational institution. And when such persons contemplate the sum of 
$1,613 884 as the invested endowment of such an Institution, they are unable 
to comprehend why an Educational Institution can want so much property; 
and yet when we come to examine the expenditures in the different depart- 
ments of Harvard University, we find the strictest economy exercised in all 
of them. Every dollar that is spent goes out of the treasury to bring in 
some essential element of power, upon which the success of the great Edu- 
cational Establishment is partially dependent. 

If we examine the details of the expenditure of the $44,680 which is paid 
for instruction in the Academical Department, we will find it divided among 
forty-three Professors, Assistants, and Superintendents, nearly all of whom 
receive lower salaries than men of the same degree of attainments and ap- 
plication would receive in any other profession than that of teaching. 

Among them we find Agassiz, the greatest living comparative anatomist 
and zoologist, whom Louis Napoleon offered a large salary, and a seat in the 
French Senate, would he honor the French court by his presence in Paris. 

Professor Pierce, the greatest mathematician in the world. 

Professor Gray, the greatest American botanist, and other such men re- 
ceive less salaries at Harvard thau the income of many second class profes- 
sional men in the country towns of our State, If we follow these men to 
the respective fields of their labor in the University, we will find all their ser- 
vices needed to give Harvard the high character as an Educational Institu- 
tion which it maintains. And although Harvard may justly claim the right 
to stand at the head of the Educational Institutions of America, yet with 
all its resources, its educational standard is much below that of the best Uni- 
versities of Europe. 

The present President, who is justly accounted one of the finest of Ameri- 
can scholars, in his recent inaugural address to the overseers of the College. 
says, in considering the affairs of the University, that "while gratified to note 
the evidence of her prosperity, he is even more forcibly struck with the 
opportunity still offered for an advantageous employment of still larger 
means. 



D 



8 

"No department," continues he, "either in the college or professional 
schools, can be said to stand above the need of improvement, and few if any 
can court comparison with the most thoroughly furnished schools of Europe. M 

The sum of $11,368 12 is applied to the scientific school of the University, 
and yet the graduates of this school are constantly going to Europe to com- 
plete their scientific education, in the more extensive course of instruction in 
the Universities of Germany and France. 

Several thousand dollars are annually appropriated, as maybe seen by table 
II, to organizing and filling up libraries and scientific museums, and yet 
these are far behind their prototypes in the old world, or what every scien- 
tific man must recognize as complete collections of the objects to which they 
relate. 

The sum of nearly $8,000 is annually expended for the education of meri- 
torious, indigent students, and yet this fund is inadequate to the demands 
upon it. The recent President pro tern, of the University, in an address to the 
Trustees, says, "we have now 37 scholarships for indigent students. It is 
impossible to over-estimate their beneficial influence upon the College. They 
attract to the University a large number of the very best of our students, 
who otherwise would seek less expensive Colleges. They have raised to a 
degree which those not connected with the school can hardly appreciate, the 
general standard of scholarship and of character; they might be multiplied 
with added advantage to the Institution." 

" Many of these students submit to severe privations, struggle on with 
depressing poverty, and incur a burden of indebtedness which must weigh 
heavily on them for many subsequent years." 

He then goes on to urge the necessity of securing the means to increase 
the number of scholarships. 

And thus it will be with all the items of this $153,430 53, expended annually 
to support Harvard University ; instead of the amount being too large for an 
Educational Institution of the highest character to employ advantageously. 
a close examination will show that it is not large enough. 

In like manner we might examine into the details of the annual expendi- 
ture of the $79,269 47 by Columbia College, and show that all this large 
sum is used for indispensable purposes in the educational system of that In- 
stitution. The fact is worthy of note, that notwithstanding the College has 
an income of over $60,000 from endowment, and that its price of tuition is $50 
per annum for students, yet during the year 1861 its expenditure exceeded 
its income by $5,660 62. 

No less decisive are the facts shown by the receipts and expenditures of 
Yale College. 



Of about $78,000 expenditure by that institution, nearly one half is de- 
rived from endowments, and no one familiar with the internal workings of 
the educational system of Yale, would fail to see, as at Harvard, the neces- 
sity for a larger expenditure of means. 

One prominent feature in connection with all these Educational Institutions, 
of large pecuniary resources, is the fact, that they are still the subject of more 
liberal donations than any other Educational Institutions in the country. 

Year after year the repeated solicitations of the friends of these Institu- 
tions, for an extension of their pecuniary resources, have been met by liberal 
appropriations and princely endowments, from men who are thoroughly ac- 
quainted with the necessities and the workings of them. The fact that shrewd 
business men, of extended information, who are well acquainted with the 
workings of these Institutions, are willing to subscribe liberally to their 
further endowment, is an indubitable evidence that the large sums spent 
annually for their support are really required for the maintenance of Educa- 
tional Institutions of high order. 

Table III gives the annual income and expenditure of several prominent 
colleges, including the three to which table II is 'devoted. 

Particular attention is invited to the amount of income from endowment, 
to the amount paid to Professors for tuition, and to the last column of gain 
or loss. The values are taken from recent Treasurers' reports of the Institu- 
tions given. 

After what has been said in relation to the inadequate resources oi 
Harvard, Yale and Columbia, it is needless to remark, that all the smaller 
Institutions of table III must labor under great disadvantage, for want of 
additional funds. A comparison of their course of instruction, with that of 
the Colleges just named, no less than the balance sheets of their Treasurers, 
and the repeated acknowledgment of their friends, all point to the inade- 
quate nature of their resources. 



10 



TABLE III — Showing balance sheet of several Colleges. 



COLLEGES. 



Dartmouth College. . 
Harvard University. 

Yale College 

Columbia College. . . 
Union College 



1861-2 

1862-3 

Hamilton College. 



University of the city of New York, 
University of Rochester 



No. of 



Profs Stud r ts, 



181 

83$ 

61*7 
689 



17 276 



12 
11 



156 
488 
160 



Incor^e. 



Expenditure. 



$17,104 I 

4,260*. 
152, 576 | 
90, 000* 
73,041 | 
30,000*! 
73,607 
64,000*! 
30, 000 f] 
18,000* 
28, 600 
17,326 
11,697 

5,500 
13,018 

8,335* 
11,199 

5, 000 



$17,906 
14,000** 

153 y 431 
71,000*' 
78, 182 
30,000** 
79,269 
50,000** 
30,000f 
19,400** 
22,102 
22,086 
19,798 
14,318** 
22,787f 
11,297** 
13,408 
10,662** 



Gain or Loss 



—$802 
—855" 



■5,041 

-* *5662' 



6,498 
-4, 760 
-8,101 



231 
-'i^O^ 



Had we time to dwell upon the hard struggle for existence of smaller in- 
stitutions, and to show how many of them have broken up under the pres- 
sure of the war, while Harvard and Yale have flourished with their endow- 
ments, the value of extended pecuniary resources would appear still more 
obvious. 

Their necessities are attested bj the constant efforts of those interested 
in them, to secure additional pecuniary aid from every possible source, as 
also by the balance sheet of their Treasurers. Their want of means is strik- 
ingly illustrated by the avidity with which, in some States, they have 
grappled for the proceeds of the Land Grant by Congress to the several 
States, for the endowment and support of Colleges for Agriculture and the 
Mechanic arts. No sooner had the friends of Agricultural Education, after the 
persevering efforts of years, secured the passage of the Land Grant bill, with 
a view of founding Agricultural Colleges in their respective States, then they 
found members of existing Colleges prepared to dispute their right to what 
they had thus secured from Congress, on the ground that they, too, had just 
established Agricultural Departments in their Colleges which needed endow- 
ment. This is all the more remarkable, because none of these Institutions 
before had attempted to develop departments for Agriculture and the Me- 
chanic arts, and many of them had taken especial pains to show, that all 



•These numbers give the amount of income from endowment — those above them the 
total income. 

**l'hi±se numbers give the amount paid for teaching — those above the total expenditure. 

fThese values, with the next below them, are given for Union before the war — the other 
yalues are for total expenditure, 1861-2, and 1862-5. 



11 

substantial education must be based upon classic culture, and that the mod- 
ern idea tending towards a substitution of scientific education for the study 
of Latin and Greek, was a pernicious result of the too utilitarian spirit of 
the age. 

An apology is due to the Board for this attempt to demonstrate so obvious 
a truth as that the large sums of money, expended by these Educational In- 
stitutions, are essential to give them the high character they maintain. An 
apology is, most especially, due in view of the fact that the Board is already 
committed upon the subject of the means required to endow a first class In- 
dustrial College, by their prolonged and persistent efforts to secure the pas- 
sage of the congressional Land Grant bill, for the endowment of the Agricul- 
tural College of Pennsylvania. I have devoted this much space, however, 
to the subject, because many persons, seemingly not aware of the expense 
involved in first class Colleges, have expressed great surprise that the friends 
of the Agricultural College of Pennsylvania should want all the endowment 
which they procured from Congress for the development and maintenance 
of this Industrial College. 

Resources required to sustain Agricultural and Industrial Colleges, 

Having briefly examined the resources expended in sustaining the literary 
Colleges of our country, we are prepared to consider what may be required 
to found and sustain Industrial Colleges. 

The first question that arises, in this consideration, relates to whether it 
is desirable that Industrial Colleges should be elevated to the highest 
possible educational standard, with the greatest range of scientific and prac- 
tical subjects, within the scope of their teaching, in the class room; or 
whether they should be Institutions of an inferior grade, with contracted 
limits to the variety and extent of the subjects taught in them. This ques- 
tion has already been settled in this State, by the action of the State Legis- 
lature, in conjunction with the citizens of the State, in appropriating and 
subscribing money to found the Agricultural College of Pennsylvania, upon 
a basis capable of being successfully carried out, only upon a large scale, 
with an efficient course of instruction. But as the extent and character of 
the course of instruction might still seem open to discussion, the attention 
of the Board is respectfully invited to its consideration. 

First. — A complete system of industrial education must afford the means 
of making known to students all that can be known of the Principles and 
Laws, according to which the industrial operations of life are regulated. If 
the system does not do this, it fails to afford the student all that he may 
wish to know, and obliges him to look beyond it, to other systems, to com- 
plete his education, in the very sphere to which the Industrial College is 



12 

especially devoted. If he must look beyond it for the highest kinds of 
knowledge it claims to teach, he will lose his respect for it, and ultimately 
seek elementary instruction in the same source to which he is obliged to go 
for his profounder studies, and thus industrial education is left to obtuse 
minds, without aspiration for thoroughness, and the whole system falls to 
the ground disgraced. 

Again. — By no system of education can elementary principles be perfectly 
taught without there being somewhere in the system a clear understanding 
of all that is known in the advanced studies of these principles. The purely 
practical Mathematics of elementary instruction would be a contemptible 
part of education, were it not that they rest upon sublime truths that are 
demonstrated and understood in the higher grades of mathematical study. 

Second. — A system of education which embraces all that can be known of 
the Principles and Laws, according to which the industrial operations of life 
are regulated, must be a very' extensive system. This follows from the fact 
that the industrial operations of life embrace the entire range of human in- 
dustry, and almost the entire range of human thought. The fundamental 
difference between man as a savage and man as an enlightened being, 
consists in the difference in tfie extent of his industrial operations. 
The characteristic peculiarities of the present age, by which it is distin- 
guished from preceding ages, consist in its more extended industrial opera- 
tions. The Principles and Laws which lie at the basis of all industrial 
operations, must, therefore, be at the basis of human progress, and the study 
of them as important and as extensive as is human progress itself. 

Third. — This extensive system of industrial education must be of a scien- 
tific character. The industrial operations of life are carried on through the 
instrumentality of Matter and the laws which govern it. They extend to 
Matter in all conceivable forms, and in all known places, and for the sys- 
tematic and intelligent consideration of Matter under all these circum- 
stances, we must call to our aid the entire range of the Natural and Physical 
Sciences. 

Fourth. — A system of scientific education, embracing the entire range of 
the Natural and Physical Sciences, can only be carried out efficiently upon a 
large and liberal plan, supported by endowments equal to those of the best 
educational Colleges in the country.y This is proven, no less, by a consid- 
eration of the subjects to be taught, than by the fact that no American*Col- 
iege, however well endowed, has yet succeeded in establishing a complete 
system of scientific education, and even the European Universities, with 
which the President of Harvard College says that University dare not court 



13 

comparison, do not pretend yet to have, at any one of them, a complete 
course of scientific instruction. 

• Such then will be the magnitude of the demands of industrial education 
in Industrial Colleges. We cannot expect to meet them in the present gen- 
eretion, but with their collossal proportions before us, let no man say that 
endowments, equal to half of those of our best literary Colleges, are too much 
for our industrial Colleges. But rather let their endowments be doubled 
and tribled, that America may become in industrial education, as she al- 
ready is in the industrial operations of civil and military life, the first coun- 
try in the world — that the nations of Europe may be taught in our indus- 
trial Colleges, as they now are taught by the industrial operations of our 
stupendous military svstem. 

One other consideration — while the expenses of an industrial system of 
education are thus great, those for whom that education is designed are gen- 
erally persons of S7iiall income. The education they receive is calculated 
to benefit society in general more especially than themselves in particular. ' 
It does not, like a professional education often does, elevate them from an 
humble position in life to lucrative posts, in which they can retail out to 
community the knowledge they have acquired ; but it enables them more 
•effectually to perform the several duties of their industrial operations, and 
thus leads to an ultimate improvement of all those means by which, as be- 
fore remarked, civilized man is distinguished from the savage ; hence not 
only the necessity, but the justice to the industrial classes, of endowing in- 
dustrial colleges. \ 

The Organization of an Industrial College, 

Having shown the extent of the resources of some of the best American 
Colleges, and endeavored to show that Industrial Colleges have need of re- 
sources quite as ample, the attention of the Board is now invited to the con- 
sideration of the organization of an Industrial College. For the sake of 
simplicity, I would present this subject under several different headings : 

1st Officers and Assistants. — Under this heading is embraced the consid- 
eration of the number and kind of men required to carry on all the varied 
operations, and perform all the duties of the Industrial College. 

2d. College buildings and out -buildings — the number, hind and quality. 

3d. Apparatus, and natural history collections, museums, and library, and 
reading room. 

4th. Means of scientific investigation. 

5th. Prizes, beneficiary fund for indigent student, free scholarships, &c. 

6th. Plan and course of instruction. 



14 

7th. Endowment of Industrial Colleges. 

8th. The Land Scrip Fund donated by Con gress, its object, and the proper 
manner of usiug it. # 

OFFICERS AND ASSISTANTS. 

These will embrace a Presiding Officer, Professors, assistant Professors, 
Tutors and Superintendents. I would here beg leave to remark, that in the 
consideration of the qualifications of the several persons to whom the above 
titles refer, I have labored to look at the subject as a purely intellectual 
question, divested entirely of any personal feeling or prejudice, which, as one 
of the parties named, I might be supposed to have in the matter. If I 
have erred in my estimate of the character and quality of the duties of each 
of the officers and assistants, I trust the Board will have the forbearance to 
attribute my error to a mistake in judgment, rather than to a selfish bias in 
favor of my own course of action. To commence then with the 

PRESIDENT OF AN INDUSTRIAL COLLEGE. 

The Presiding Officer of any large educational Institution occupies one of 
the most responsible positions to which it is possible for man to attain. To 
use the language of one of the most distinguished friends of education in 
America, when speaking of the late President Felton, of Harvard University: 

"Over every department he is expected to exercise a superintending care. 
He is the representative of the college, before the public. Every parent or 
guardian who has a son or a ward at the college, looks to the President for 
information as to his condition, and holds him responsible for his moral wel- 
fare, and intellectual progress. Towards every student he is expected to sus- 
tain the relation of a* parent, a kind, sympathising, watchful and interested 
friend." 

He should not be a recluse, inaccessible to the student on the one hand,, 
nor should he listen to childish complaints and unmanly petitions on the other. 
His intercourse with students should be characterized by the most punctili- 
ous justice and equity in the enforcement of moral government, and the 
most unwavering firmness as to the privileges he would grant or refuse to- 
students. He should be willing and able to concentrate all his powers upon 
the immediate sphere of his duties, rather than seek duties beyond the in- 
terest of the College. And lastly, he should possess as much knowledge as 
is possible for one man to possess, of all the leading branches to which the 
educational system of the College is devoted. As a President of a Literary 
College, he should be well versed in language and literature; as a President 
of a College for civil and military Engineering, he should be well acquainted 
with mathematics and the physical sciences, and as a President of an Indus- 



15 

trial College, he should, as far as possible, be thoroughly acquainted with 
the natural and physical sciences, and their practical application to the in- 
dustrial operations of life. It is more important that the presiding officer of 
a Scientific College should be a scientific man, than that the same officer in a 
Literary College should be well versed in literary studies, because the ex- 
penditures for material, as auxiliaries to study in a Scientific College must 
always be great, and they are such as can only be properly regulated, en- 
couraged and controlled by a scientific man. No scientific Institution ever 
has been, or ever can be successful as such, the control of which, either di- 
rectly or indirectly, is not vested in a scientific man. An appeal to experi- 
ence, no less than a consideration of the intrinsic nature of the question will 
demonstrate this fact. 

The Presiding Officer should be familliar with the entire plan according to 
which all the departments of the Institution are carried out, and with the 
manner in which it is being carried out, and he should be able to take charge 
of some of the prominent branches taught to the advanced classes, and to 
consult with individual Professors as to plans of scientific research. 

PROFESSORS AND ASSISTANTS REQUIRED. 

1st. — A Professor of pure Mathematics and the higher Mechanics and As- 
tronomy. — A man capable of reading the works of Newton, Laplace and Pierce 
on Mathematics and Mechanics, and who could teach Descriptive Geometry, 
Perspective and Drawing. A serious fault with American teachers of math- 
ematics, is an inability to give geometrical and stereometrical shape to their 
mathematical ideas, a consequence of their knowledge of drawing not having 
kept pace with their study of mathematical analysis, and this again is the 
result of the great neglect of drawing, throughout our whole educational 
system, from the common schools to the University. Every Professor of pure 
or applied mathematics in an industrial College, should be free from this source 
of inefficiency. This Professor should have one assistant, to take charge of 
the elementary classes. I 

2d. Professor of Civil Engineering and Applied Mathematics. — A man 
familiar with all the details of Civil Engineering, Architecture, mechanical 
Drawing, Topography, map-making, &c.,so that he could not only teach the 
students the mathematical demonstrations of the class-room, but could make 
them good practical engineers, capable of delineating with accuracy the 
topography of a Country, the route of a Railroad, or the construction of an 
Edifice. He should have one assistant, who should be a good draftsman, 
and who could show the student how to work up the details of a survey. 

3d. A Professor of Natural Philosophy and Astronomy, Mechanics and 
Physics. — A man familiar with all the recent extended investigations upon 



16 

light, heat, electricity and optics, an accomplished experimenter, and a good 
mathematician. 

An assistant, to prepare experiments for lectures, and to teach classes in 
the physical laboratory, where students would learn the art of experimenta- 
tion with philosophical apparatus. 

4th. A Professor or Pure Chemistry, who would give a course of lee- 
tares upon the science in general, and who would have charge of the labo- 
ratories and of chemical investigations. 

An assistant, to help prepare lectures and look after classes in the labora- 
tory. 

A sub -assistant, to take charge of the chemicals, and to help in the labo- 
ratory, with no other salary than free tuition. A chemical department, em- 
bracing laboratory instruction, cannot be efficient with less aid than one 
professor and two assistants. 

5th. A Professor of Agricultural Chemistry and Geology, who would 
give lectures upon these sciences, and have charge of a laboratory for agri- 
cultural chemistry and chemico-agrieultural investigations, in the field and 
in the laboratory, and who would instruct students in the science of field 
experimentation, in connection with the professor of practical agriculture. 

An assistant, to help with field experimentation, and work in the labora- 
tory. 

6th. A Professor of Metallurgy, Mining and Mineralogy, and Chemical 
Technology, who would give practical laboratory instruction in all the pro- 
cesses of Metallurgy, and a course of experimental lectures upon all the lead- 
ing processes of applied chemistry in the industrial arts. 

An assistant, to prepare lectures and help in the laboratories. 

7th. A Professor of Anatomy, Physiology and Veterinary, under 
whom students could \)e made familiar with the laws of health and disease 
of animals, and who could carry out investigations in animal physiology. 
Such a man should be able to make anatomical and pathological prepara- 
tions of domestic animals, corresponding to those of the human subject used 
for demonstration in Medical Colleges. This is a very important Professor- 
ship, and one hard to fill properly. A candidate for it should be a success- 
ful graduate of a Medical College, who had subsequently studied at least 
two years in the Veterinary Schools of Europe, and hence would be familiar 
with the French and German literature upon the subject. 

8th. A Professor of Natural History, more particularly of Zoology, 
Comparative Anatomy and Entomology. — A great part of the time of this 
professor would be consumed making collections, organizing museums, and 
carrying out investigations, as is the time of Prof. Agassiz, at Harvard,, and 
Glover, at Washington. 



17 

9th. A Professor of Botany, Horticulture and Entomology, who 
would be devoted to purely botanical instruction, and to the practical ap- 
plication of Botany to Horticulture, and who would take charge of the botan- 
ical gardens, green-house and Horticultural Department, and who would 
give instruction in vegetable Anatomy and Physiology. 

One assistant, to take charge of the green-house, and give field instruc- 
tion in Horticulture, and a gardener, to take charge of the garden. 

10th. A Professor of Practical Agriculture. — The man who fills this 
position should be thoroughly acquainted with the history of Agriculture and 
With its present condition the world over. He should not only have been a 
man of close study and observation at home, but of extensive travel abroad. 
He should be able to judge, from having observed and studied agricultural 
practice in all its departments all over the civilized world, as to how far the 
agricultural practice of each country is capable of being improved by the 
adoption of new methods. He should be familiar with the whole subject of 
stock-raising and feeding and keeping, with the cultivation of crops, and 
with the use and improvement of tools, implements and machines, from the 
rude agricultural implements of the savage, to the latest improvement of an 
American reaper. He should bring this accumulated knowledge before the 
student in the class-room, and he should unite with the Professor of agricul- 
tural chemistry in scientific experimentation in the field. 

As assistant, he should have a practical farmer of the highest attainments 
in his art, and the latter should be assisted by two good farm hands, and by 
all the students in the College. 

1 1th A Professor of the English Language and Literature, with the 
teacher of the elementary department for an assistant. 

12th. A suitable Professor to take charge of a Commercial Department, 
embracing book-keeping, farm accounts, banking business, together with the 
science of commercial intercourse and domestic trade, as developed in do- 
mestic, political and National Economy. 

13th. A Professor of Modern Languages : or a number of partial Pro- 
fessors, could take charge of this department. The modern languages, or 
more particularly the German and French, should be introduced, in order to 
enable tk* student to complete his studies by consulting scientific works in 
those languages. 

To the foregoing Professors the following should be added, though not 
indispensable to a system of industrial education. 

14?th. A Professor of the Latin and Greek Languages and Literature. 

15th. A Professor of Military Art, and Science and Teacher of Mili- 
tary Tactics. 

16th. A Treasurer, Book-Keeper and Librarian, who could help teach 
2 



18 

in the commercial department ; — a Janitor and general superintendent of 
the halls, rooms, grounds and furnaces. 

The organization of the Culinary Department may be omitted here as not 
requiring any new plans. 

SUMMARY. 

We then shall have President and Professors.. ..„,. r 16 

Librarian and Treasurer 1 

Assistants ■ 10 

Superintendents 2 

Total ....... 29 

We thus have an aggregate of twenty-nine Professors, Assistants and 
Superintendents for the complete organization of an Industrial College; and 
after devoting much thought, during the last ten years, to this subject, I 
think this is the smallest number of men with which a complete system could 
be efficiently organized, and any person familiar with the duties to which 
each of these men would be devoted, will see that nearly ail of them will 
have a wider field of labor, than is assigned to men, in the same departments, 
of those institutions in the country that have established scientific schools. 
'In the Scientific Departments of the Universities of Europe such duties as* 
have been assigned to a single Professor, in the above scheme, are divided 
among two, three or four men, and no class of teachers in the world are 
more devoted to their professions, or labor harder at the duties of them, than 
do these Professors. But as the means at the disposal of the best endowed 
Industrial Colleges must for a long time be limited, I have, in the above plan 
of organization, given the minimum number of Professors and Teachers re- 
quired, rather than the maximum that might be advantageously employed. 

College Buildings and Out- Buildings, &c. 

Under this head should be discussed the size and form of the College buildings 
best adapted for the purposes of instruction and moral government. As the form 
best adopted to secure good order and moral discipline, though, a question of the 
highest importance, is not different from that of other colleges? it need not be dis- 
cussed here. The kind of building best adapted for the purpose of instruc- 
tion, in an Industrial College, will differ from that of an ordinary College, in 
its having much more space devoted to Natural History collections, museums 
and store-robins for models of tools and machinery, and for scientific appa- 
ratus, laboratories, and rooms for scientific investigations, &c. As these 
will be considered under the next sub-division of our subject, they may be 
omitted here. It hardly need be remarked here that the size and extent of 
the College buildings should be such as would afford means of instruction for 
from 4.00 to 800 students. 



19 

| 

The out-buildings should embrace a barn, wagon house, tool house, black- 
smith shop, and all the associated parapharnalia for efficient farm practice, 
in addition to a special department adapted to experimentation in agricul- 
tural field practice and stock feeding. 

Apparatus* and Natural Ilidory Collections and Museums. 

These may all be classed under one head, as auxiliaries to study. Like the 
character of an Educational Institution, the scientific collections within its walls 
can only be brought to a high standard of perfection by prolonged years of 
industrious effort on the part of all those interested in it ; most especially 
cannot these things, adapted to a new course of instruction, be bought in 
any market of the world ; they must be developed out of the ideas and the 
ideals of the Professors of the Institution ; and the extent and character of 
them will depend orrthe number and the attainments, and will represent the 
industry of their Professors. Even the kind and quality of philosophical 
apparatus, in an Educational Institution of the highest order, is more depend- 
ent upon the character of the Professors who would use it, than the man 
who makes it, or the science it illustrates ; so that the material for the scien- 
tific collections, adapted to the necessities of an Educational Institution, can 
only be accumulated after years of patient effort. Yet there should be a 
general plan, conceived at the origin of an Industrial Institution, according to 
which the labor of collecting and arranging this material should go on. 

Prof. Agassiz, with $200,000, at Cambridge, has' commenced a Zoological 
Museum, which he estimates will take over two million of dollars, and many 
years labor, to complete. Corresponding to all the scientific Professors in 
the list already given, there should be extensive scientific collections. 

The Professor of Mathematics should have geometrical and stereomet- 
rical figures, to illustrate all the abstract ideas of mathematics that are 
capable of representation by lines and s arfaces, and not simply a few sec- 
tions of a cone to which illustration is too often limited. The mathematical 
figures of the Professors of the schools in Paris would more than fill an 
American coal wagon. 

The Professor of Chemistry should have complete laboratories for begin- 
ners, advanced students, and for special investigations ; that students may 
experiment themselves, rather than look at the Professor making experiments. 
There should also be a complete set of apparatus adapted to illustration in 
chemical lectures, and a full set of rare and common chemical substances to 
illustrate the science. 

The Professor*of Agricultural Chemistry and Geology should have ex- 
tensive collections of all the Proximate constituents (as starch, sugar, &c ) 
of plants, and means in the laboratory of showing tho student how to pre- 
pare them. He should have collections of different soils, plants, ashes, ma- 
nures, and all other materials that are important in agricultural practice. 



20 
i 

He should have field experiments, involving all questions in vegetable phy- 
siology carried out upon the College Farm, and in an experimental barn and 
stable, have experiments going on upon the nutrition of animals, the value 
of cattle foods, and the manufacture and preservation of manures. He 
should have a good geological and mineralogical collection, and a museum 
of Economic Geology, in connection with the Professor of Mining and Metal- 
lurgy. Yery good museums of this kind exist in London and Paris, and 
one is being inaugurated in the scientific department of Yale College. 

The Professor of Metallurgy and Mining, and Mineralogy, to have com- 
plete models of all kinds oT smelting furnaces, fluxing furnaces and refining 
furnaces, and every thing else required to give a clear, connected idea of the 
entire process of taking ores from the earth, and preparing their metals for 
use. He should also have furnaces, muffles, &c, with which to teach the 
science of Metallurgy, and, with the Professor of Geology, should have a 
museum of Mineralogy and Economic Geology, and Technology. 

The Professor of Yeterinary should have such an anatomical museum of 
the domestic animals as our medical schools have of man, in addition to a 
collection of all the preparations of Yeterinary Pharmacy, and all the instru- 
ments for the operations of veterinary surgery. He should have an anato- 
mical dissecting room, and a laboratory for making anatomical preparations. 
The finest veterinary collection in the world is at Alfort, near Paris, but 
even it is susceptible of much improvement for educational purposes. 

The museum of Natural History may be of almost any size, since there is 
no limit to the extent of such museums. It should be one, something of the 
style of the museum of the Academy of Natural Sciences, of Philadelphia; 
except that it should be collected and managed more with reference to sys- 
tematic teaching, and not so much as a repository of individual specimens 
as that grand collection is. In an adjoining laboratory, students should be 
taught the art of taxidermy. 

The Professor of Civil Engineering should have, in addition to all the 
apparatus for out-door and in-door work, a complete set of models of differ- 
ent styles of architecture, and specimens of the different kinds of material 
out of which structures can be built. The schools of mining and engineer- 
ing in Paris afford the best examples for imitation in the number and varie- 
ty of their auxiliaries to the study of these branches. 

The Professor of Natural Philosophy and Astronomy should have several 
thousand dollars worth of philosophical apparatus. With the limited re- 
sources to which the most wealthy Industrial Colleges must long be confined, 
it would not be well to attempt to establish Astronomical Observatories in 
connection with them, but they should possess all the apparatus requisite 
for a much more extended series of illustrations than are given in any Amer- 
ican College. There should be, in connection with this collection, a Physi- 



21 

cal Laboratory, in which students would learn the art of experimentation in 
physical science. Such is the case in the highest scientific schools of 
Europe. 

With the Professorship of Botany, Horticulture and Entomology, there 
should be as full a collection of dried plants as could be obtained. There 
should also be a special collection of Medicinal plants. Another of weeds 
and useful plants ; another of different parts of plants exhibiting the anato- 
mical structure, and embryonic and advanced forms of growth ; also micro- 
scopic preparations of plants ; and a botanical laboratory, with several 
microscopes, in which to teach students the habit of microscopic investigation 
in vegetable anatomy and in entomology. There should also be a Botanical 
Garden with all kinds of plants in it that would grow in the climate, and an 
Economic Garden for medicinal and useful Plants and Weeds ; a nursery in 
which students could learn everything about nursery practice ; and a green 
house and a collection of different kinds of wood, to illustrate their eco- 
nomical value, and lastly, a museum of insects injurious to vegetation. 

The Professor of Practical. Agriculture should have a collection of Models 
of all kinds of machines and implements used by agriculturists all over the 
world. He should, as far as practicable, have full sized machines and imple- 
ments of each kind, of the very best pattern. Such a collection may be seen 
in the Royal Agricultural College of Hohenheim, in Germany ; and it might, 
in part, be selected from the immense mass of agricultural models in the 
Patent Office at Washington. He should have a complete collection of all 
kinds of grains, root crops and other agricultural productions, as cotton, 
wool and flax, &c, exhibiting each article in all the different states through 
which it passes, between the points of its original production and ultimate 
consumption. Such a collection is in part to be seen in Paris, and one of a 
popular character was, a few years ago, being established in London. 

Such is a brief outline of the colossal work of bringing together all the 
auxiliaries to study required in an Industrial College. As extensive as the 
lists of items may seem, there are none that it would not be desirable to 
have, and the most of them are indispensable to success in an Industrial 
College. 

Means of Scientific Investigation. 

The characteristic distinction between man as a savage, and man as an en- 
lightened creature being, as already remarked, the difference in the extent of 
his industrial operations, it follows that all those agencies, by means of which 
the field of industrial operations is widened, are of the utmost importance to the 
human race. But these agencies are all within the domain of Science, and 
hence they operate in proportion to the extent to which scientific investigations 
are successfully carried out. This proposition is too generally recognized to 
need demonstration. The spirit of the present age has been moulded to its 



22 

present form by the investigations of science. Not only our physical com- 
forts, but our mental and moral peculiarities, are in no small degree the 
result of the discovery of some obscure scientific man, known only to the 
few who are devoted to his profession. The almost rebellious spirit of im- 
patience with which we look, each day, for news of events happening the 
day before, all over our entire continent, and which our forefathers would 
have waited patiently for a month to learn, is due to the fact that in the 
fast generation an obscure scientific investigator in Sweden discovered that 
a current of electricity passed around an iron bar rendered it magnetic. 
And the just indignation with which a modern lady contemplates the neces- 
sity of using a tallow candle, on learning that the village gas works have 
been allowed to get out of order, is a state of mind due to a desire cultivated 
by a luxury which originated in the investigation of an obscure English 
chemist. 

The spirit of the age proclaims the necessity of scientific researches in 
every department of industrial pursuits, from the peaceful operations of the 
Agricultural Bureau at Washington, to the death-dealing avengers of treason ( 
now in Charleston Harbor. Our Industrial Colleges, to meet the demands 
of the age, must be experimental Institutions, no less than for teaching what 
is already known, in science. It would prolong these remarks too much to 
dwell upon the character of the experimentation required. Suffice to say, 
that all the foregoing Professors should be men who are capable, not only 
of teaching all that is known in their several departments, but who could | 
extend this knowledge by their own researches, and they should be pro- 
vided with means for this purpose. I 

There is scarcely any limit to the amount of means that may be advan- 
tageously spent in scientific investigations, in all the experimental sciences. 
As examples, for illustration, we might cite Mr. Lawes, of England, a shrewd 
scientific practical man, who spends from $5,000 to $10,000 annually in agri- 
cultural investigations, the Smithsonian Institution at Washington spends 
a much larger sum for general scientific investigation ; and a consideration 
of the expenditure of Harvard College, appended to this report, will show 
an expenditure of several thousand dollars for scientific research. 

Prizes, Beneficiary Fund for Indigent Students, Free Scholarship, 
d-c. — A most important item in the organization of a College is the estt b- 
lishment of a well chosen set of prizes as the reward of merit. Whatever 
may be said in favor of impressing upon the student the necessity of study 
as a duty, or of teaching him to study for the love of study, the fact is 
undisputed that suitable prizes offer an additional motive for study. The 
best regulated Educational Institutions, the world over, have admitted the 
necessity of prizes, and they grant them to all grades of students, from the 
mere child, in the elementary school, to the accomplished scholar of the high- 



23 

est Professional Departments of the best Universities. Nearly all our more 
prominent American Colleges have adopted, more or less, extensive series 
of prizes. Thus Harvard University gives about fifty prizes for meritorious 
•effort, varying from an appropriate book of moderate value to money- 
prizes of $10, $15, $30, $40, $50 to $100, and sometimes even as high as 
$250. Columbia College is even more liberal than this in the distribution 
of prizes, and Yale is committed to the same policy by a long established 
•custom. This subject is recommended to the Board as one of the highest 
importance; as soon as the resources of the Agricultural College of Penn- 
sylvania will allow of the distribution of a series of prizes commensurate 
with the extent and character, and object of the Institution. So important 
<^o I deem these prizes, that nothing but a consciousness of the fact that the 
pecuniary resources of the College will not admit of it, prevents me from 
suggesting a plan for the distribution of them at once. 

A Beneficiary Fund. — Several Educational Institutions in this country and 
Europe have funds from which they can give or loan money to meritorious 
students, whose resources are inadequate to meet the expenditures in Col- 
lege, Harvard University thus distributes from $2,000 to $3,000 per annum, 
sind the sum at the disposal of the, College is much less than the necessities 
-of meritorious students require. As such students, struggling in poverty* 
realize to a higher degree the necessity for industrious effort than do their 
more favored companions, they give a tone and general character to the 
classes they attend, which elevates their standard of excellence to a degree 
unattainable without the influence of their example. This was most striking- 
ly illustrated, in my own observation, during the year and a half which I 
was a student in the University of Leipsic, Germany, which had about three 
hun-dred students deriving gratuitous aid from the University. It was from 
these students, much more than from their wealthy associates, that the suc- 
ceeding great men of the University were derived. The pecuniary ability, 
on the part of Colleges, thus to assist meritorious students, who would 
otherwise be obliged to leave College for want of funds, is therefore an in- 
estimable source of power for good, both within the Institution and beyond 
its walls. 

I am reminded by a recent circular, sent tome from the "Institute of Re- 
ward," for orphans of Patriots in New York, of a very large class of stu- 
dents who will hereafter appear at our Industrial Colleges, asking for an 
education, while they point to the graves of their fathers upon the battle 
fields of the Nation, as the melaneholy evidence of their claims upon our re- 
gard. Already we have had numerous applicants, from such that it 
seemed almost unpatriotic and ungrateful to reject, but our pecuniary re- 
sources forbid our affording them the aid they required. The propriety of 
devoting a part of the income of the College to this purpose, as soon as its 



24 

financial affairs will admit of it, is respectfully submitted to the Board. No 
less important is the subject of free scholarships ; a large number of them is 
granted by Literary Colleges to meritorious, indigent students, and the 
beneficial influence of such scholarships is similar to that of the Beneficiary 
Fund. 

Plan and course of Instruction. 

Having given the number and character of the Professors, Teachers, Super- 
intendents and Assistance, for the organisation of an Industrial College, it 
now remains to poiDt out the qualifications and the course of study of the 
students of such Colleges. 

First. Then as regards the qualifications of students, it will not be pos- 
sible, in justice to those for whom such Colleges are intended, to fix upon 
any definite educational standard of admission, since there are no subor- 
dinate schools to prepare students for Industrial Colleges, as there are 
Academies to prepare them for Literary Colleges. 

I took particular care to converse with all the prominent teachers of In- 
dustrial education in Europe, during my six years residence there, and the 
invariable response to my inquiries was, that they labored under great dis- 
advantages in not being able to properly class many of their students as 
soon as they entered the Industrial College-, owing to there being no sub- 
ordinate schools in which to bring them up to a fixed educational standard. 

The same difficulty will be experienced in America, even to a greater ex- 
teat than in Europe, and it can only be obviated by having Elementary De- 
partments, in connection with Industrial Colleges, in which students can be 
prepared to enter the regular College course. 

These Elementary Departments may be of two kinds ; they may be either 
sufficiently extensive to prepare the students to enter at once upon the 
purely scientific studies of an Industrial College, or they may be devoted 
simply to finishing up the deficiencies of a good common school education, 
leaving higher English branches to be taken in connection with the scien- 
tific studies of the Industrial course. 

Of these two plans, the latter would seem decidedly the best adapted to 
the necessities of American students, and hence it only will be discussed. 

How much of the course of an Industrial College all students should be 
required to study, and what parts they should be allowed to exercise a 
choice of studying, is a question of vast importance, though not peculiar to 
an Industrial College. 

If the standard of admission of an Industrial College does not require 
familiarity with all the branches of a good English education, its course of 
instruction should embrace these, and no student should be allowed to grad- 
uate without having acquired them. 

There are also certain branches of science, embracing the consideration 



25 

of the physical and physiological laws of life, with the elementary branches 
of which every student should be familiar. 

There are also the great fundamental principles, of Morality and the 
Christian Religion, which should be taught to all students. 

Hence all should be required to study these things, no matter what their 
taste and inclinations, or their intentions for future activity, may be. 

But beyond these the student should be allowed the exercise of choice, within 
certain limits, as to the studies he would pursue for the purpose of graduating. 
But this first study, preliminary to the period of his making choice of the final 
course he would pursue, will make the student familiar with the elementary 
branches of nearly all the natural and physical sciences, and will give his 
teacher time to learn his tastes, intentions, and abilities, and thus with 
proper advice, he will be able to make a suitable selection of his final course 
of studies. 

This course should embrace a thorough knowledge of a more limited range 
of subjects than were included in his elementary course. He should pursue 
some of these subjects to the utmost bounds of human knowledge, and all of 
them as near these limits as his time would admit of. At these limits ne 
should be taught the method of original research. 

Here he should be allowed to graduate, but he should be urged not to 
close his studies with the receipt of his diploma, but if possible to continue 
longer in the institution, as a resident graduate, and make original scientific 
investigations upon such subjects as will most directly bear upon the special 
industrial operations of life to which he expects to be devoted. 

Such being the case, there should be, first, a general course of studies to 
finish up the English education of the student, and to indoctrinate him with 
the elementary studies of the sciences. 

This course should extend through about two years, after which there 
should be several distinct courses, any one or more of which, or certain 
combinations of parts of which, he should be allowed to select. The number, 
extent and efficiency of the courses would be dependent upon the resources 
of the Institution. 

The following classification of the students, with the courses proposed, are 
submitted to the Board, as that best adapted to the organization of an In- 
dustrial College : 

First. — A course of Agricultural Science and Practice, which shall em- 
brace a preliminary training in general Science, and then a careful study of 
those sciences that relate to Agriculture, together with the details of all 
parts of agricultural practice, as the raising of crops, stock, &c. 

Such a course as that now pursued at the Agricultural College of Penn- 
sylvania, with the addition of the instruction of a special Professor of Agri- 



26 

cultural Practice, and a Professor of Veterinary and Zoology, aided by the 
appropriate museums of the foregoing prescribed plan of organization. 

The Resident Graduates of this course to make scientific agricultural 
investigations. 

Second. — A course of Engineering and Architecture, embracing two 
grades', one of which should require the study of the higher Mathematics 
and Mechanics, and the other would require no mathematics higher than 
the first eight books of Davies Legendre. 

The lower course should embrace, in addition to applied Mathematics up 
to the extent of the Geometrical studies, practical lessons in all the details 
of ordinary Civil Engineering, Mechanical Drawing, Perspective, Photo- 
graphy, and embrace as much knowledge, Theoretical and Practical, as or- 
dinary engineers have occasion to use in their ordinary duties. 

The higher course should, in addition to the lower course, embrace the 
Fluctional Calculus, the higher Geometry and Mechanics, Astronomy and 
Navigation. The Resident Graduates of this course should devote them- 
selves to the profound studies of the physical sciences, by means of th* 
fluctional calculus, and to experimentation in these sciences. 

To this course it woukUbe easy to add, if desired, a course of Military 
Engineering and Gunnery. 

Third. — An Industrial Course. The word industrial is here used in a 
much more limited signification than elsewhere in this paper, simply to re- 
fer to such branches of human industry as are not included in the art and 
science of Agriculture, or of Engineering. It relates more particularly to 
a practical and scientific knowledge of those industrial operations which are 
the offspring of the Natural Sciences, as developed within the present 
century — as Metallurgy, Technological Chemistry, Pharmacy — giving the 
student eorrect knowledge about the intrinsic nature of, and the origin and 
means of preparing for use, the various articles which contribute to the ne- 
cessities and luxuries of every day life, thus making him an intelligent 
manufacturer of 'such articles as he makes, and an intelligent consumer of 
auch things as are made by others. This course should be varied a little, if 
the resources of the Institution would admit of it, to suit the peculiar neces- 
sities of the person taking it. Resident Graduates of the course would de- 
vote themselves to experimental researches into such parts of it as would 
be of the greatest practical importance to them. Thus, to illustrate with a 
question of great practical interest to the country, a student who expected 
to devote himself to the manufacture of sugar from the Sorghum Sacchar- 
atum, would apply himself not only to all the methods of analyzing saccha- 
rine compounds, but, to estimating the amount of sugar in all plants con- 
taining it, to the study of the remarkable transformations in vegetable 
growth by which sugar is produced and consumed in the growing plant, 



27 

and tc all those purely chemical processes by which sugar is produced modi- 
fied or destroyed, and to a close study of those organic substances which 
must be separated from saccharine juices in order to make the best sugar 
and molasses. Such a sugar refiner would be an intelligent, scientific man 
in regard to his profession, and not a mere tradesman, blindly following the 
empirical rules and recipes he had learned from another without understand- 
ing them. 

Fourth. A Purely Practical Course. — This course should embrace only a 
popular consideration of science in its relations to industrial operations, 
such as is embodied in the popular lectures before popular scientific and 
literary societies, but it should be more extensive and more systematically 
arranged than these. The admirable series of popular lectures on Agricul- 
tural subjects, delivered at Yale College a few years ago, will give an idea 
of the kind of instruction referred to in this course. It is designed for 
students who are too old, or may not have time, or who are too delicate to 
stand the close discipline of a more extended course, as also for grown up 
men, who may not in youth have had the advantages of a scientific educa- 
tion, and who want to get such knowledge of science as will enable them more 
fully to understand the scientific reading matter and conversation which the 
progressive spirit of the age is more and more infusing into all the walks 
of social life. This course would only extend through a year or part of a 
year, and would merit no degree on being finished. 

Fifth. A Commercial Course. — This course should not embrace simply the 
art of book-keeping, (which should be taught during the first two years to 
all students,) but it should make the student familiar with the laws of trade 
and commercial intercourse, and with the business habits and peculiarities 
of Nations, and with all the channels and sources through which the wealth 
of the world is moved about and accumulated. This course could have two 
grades, in one of which no language but English was studied, and which 
would extend through one year, and the other of which should embrace the 
study of at least two modern languages, one of which should be German. 
This course should extend through two years. Resident Graduates could 
devote themselves to additional studies in the modern languages. 

Sixth. A Literary Department. — It is not designed that this shall dispute 
with ordinary Colleges the right to teach literary studies, but it should bear 
some such relation to literary studies as do the Professorships of Natural 
Sciences in such Colleges to scientific studies. 

While the study of Latin and Greek would not be urged upon the student 
as an indispensable part of mental discipline, or of practical education, 
means would be provided for his studying these languages, did he desire to 
do so, in connection with his other studies. It is not intended by this remark 
to deny that linguistic studies, and especially the ancient classics are not most 



28 

potent means of mental culture, but simply to doubt the propriety of stu- 
dents commencing the study of Latin and Greek at so advanced an age, 
when they expect to devote their time to industrial pursuits. Besides, the 
ordinary Literary Colleges are open to such as wish to study these, and they 
are advised to attend to them. 

The modern languages would also be taught, and in some cases one or 
two of them incorporated as part of the course in the foregoing plan of 
studies, and in all cases where the student's time will permit, he should be 
recommended to study two modern languages, one of which should be 
German. 

In this Department opportunities should be afforded for the study of such 
indispensable branches of an English education, as may not have been com- 
pleted in the first two years of the four year course. They would embrace 
Logic, Rhetoric, Moral Philosophy, Political Economy and the fundamental 
principles of human government, including the Constitution of the United 
States. Associated with this department, and immediately under the charge 
of its faculty, would be a primary school for the purpose of preparing stu- 
dents to enter the College course. 

There would be no graduates in this department, but it would have an 
appropriate mission in helping on the other departments, and students 
wishing to take a literary degree, could easily do so by afterwards going to 
a Literary College. 

Endowments of Industrial Colleges. 

It has already been shown that large sums of money derived from en- 
dowments, are requisite to sustain Literary Colleges of high character. 

It has been shown that so far as these Colleges have introduced the Natu- 
ral Sciences, they have required a corresponding degree of expense' for mu- 
seums, apparatus and tuition. 

An attempt has been made to make it clear that Industrial Colleges must 
be large, scientific institutions, in which the entire range of the natural and 
physical sciences must be taught. 

In accordance with this attempt, the organization of such an Industrial 
College has been given, and the course of instruction commensurate with the 
organization has been laid out. 

In summing up the number of Professors, Assistants and Superintendents, 
and looking at the extent of the auxiliaries to study, we found an Institution 
of the magnitude of some of the best Literary Colleges in the country, with 
fully as extensive a course of instruction as they have, while the students 
who are expected to attend them are less able to pay for tuition than are 
the students of Literary Colleges. The obvious inference from all this is, 
that Industrial Colleges require as large endowments, as do Literary Col- 
leges, if not larger, to enable them to fulfil their mission. 



29 

Such being the conclusion at which we have arrived, our plan for an In- 
dustrial College will be an impracticable ideal if we cannot secure an exten- 
sive endowment for its supper t. For the moment, supposing that it was 
impossible to do so, our considerations would, at all events, help to explain 
why it has been that almost all attempts to found Industrial Colleges without 
endowment have ended in bankruptcy and failure. 

But Industrial Education is too important to be left, by our enlightened 
people, without pecuniary means for its support, and hence we are encour- 
aged to sum up the expenses involved in it. 

For this purpose the attention of the Board is invited to the following : 
Summary of Annual Income and Expenditure of an Industrial College. 

EXPENDITURE. 

16 Professors, at $1,500 $24,000 00 

10 Assistants , « 4,000 00 

A Farm Superintendent 700 00 

Janitor and helps 1,000 00 

$29,700 00 

For additions to Museums,, to Scientific Apparatus and to 

Library 5,000 00 

For scientific investigation 5,000 00 

'For indigent students, orphans of soldiers, free scholarships, &c, 7, 000 00 
For repair of buildings 1,000 00 

Total expenditure $47,700 00 

INCOME. 

400 students, at $50 per annum $20, 000 00 

Income required from endowment 27,000 00 

$47,000 00 

The annual expenses of such an Industrial College as we have been con- 
sidering, are stated at $47,700, independent of taxes and interest, or rent of 
College buildings, grounds and farms, &c. 

If any think the sum extravagantly large, they are requested to compare 
it with the first class Literary Colleges about which we have already said 
so much, or they are invited to examine the details of expenditure. 

The price allowed to each Professor ($1,500) is not as high as is paid by 
first class Literary Colleges. 

And the competition for scientific Professorships is not nearly so great as 
for those of Literary Colleges. 



30 

It will be with great difficulty that men of the attainments required, in the 
plan of organization we have given, can be engaged at these prices. 

Harvard University gives $3,000 annually to a Zoological Museum in 
a Literary College. The sum of $5,000 would not seem extravagant for the 
entire range of scientific collections in a Scientific College. 

When a private individual, Mr. Lawes, of Rothamstead, England, expends 
$10,000 annually in agricultural scientific investigation, the sum of $5,000 
for investigations in all of the sciences should not be deemed prodigal. 

And when the sons of Pennsylvania's immortal Patriots, who fell upon 
oar country's battle-field, in defence of our National existence, shall ask for 
an education at our Industrial College, shall any one, who enjoys the liberty 
they preserved, say that the paltry sum of $7,000 is more than our State 
can afford them. 

Then, if the items of the bill are not over-charged, the sum of them is 
not unreasonable, and our next question is, 

Can, an Endowment Fund sufficient to yield $27,700 annually be secured ? 

It was with some such question as this before the minds of the Board of 
Trustees of the Agricultural College of Pennsylvania that they labored for 
several years for the passage, by Congress, of the bill donating land to 
Agricultural Colleges. 

It was with this question in his mind that one of the Board turned from 
the State Legislature, where he had labored successfully to secure funds to 
complete our College buildings, to his seat in Congress, where he labored 
no less successfully to secure the means of their endowment. 

And this endowment is to be found in the proceeds of the sale of land scrip, 
donated by Congress to this State for the endowment and support of a 
College for ''Agriculture and the Mechanic Arts." 

Owing to the general depreciation of public lands this land scrip will 
not bring nearly as much as was anticipated at the time the bill way drawn 
up, and hence the income from it will be less than half what it other- 
wise would have been, and therefore the income will, it is feared, be 
considerable less than the amount required to make up the balance sheet in 
the above account. 

But from a careful consideration of the subject, I am led to believe that this 
income from the scrip will yield the College somewhere between $10,000 and 
$20,000 annually, which will enable us to enlarge the sphere of our opera- 
tions, and to gradually throw off the load of debt that now presses heavily 
upon us and cripples all our efforts. And although this endowment will not 
enable us to organize the College, upon a plan as extensive as that pn ;>osed 
in this paper for an Industrial College, it will, I doubt not, so far enable ug 
to show what can be done with more extended resources, that some wealthy, 
public spirited friend of industrial education will, like John Harvard, do 



31 

himself immortal honor by affording the College the requisite addition I 
means to bring it up to the highest possible standard of excellence. 

It therefore now remains for those of us who have the immediate oversight 
of the Agricultural College of Pennsylvania, tq^ labor with all our power* 
to make the best possible use of the income from this endowment fund, not 
only to bring the Institution up to the expectations of those who are inter- 
ested in its success, but to ultimately secure from private individuals, such 
additional endowment as will leave nothing further to be desired, in its PJuq- 
c&tional system. 

As no income from this endowment will be made available to the Col- 
lege for one or two year3 yet, it will require the greatest possible economy 
on the part of the manages of the Institution, and an increased tax upon 
our already over-taxed Treasurer to meet its expenses. Since with our pre- 
sent low rates of admission, and with the greatly advanced price of all arti- 
cles of consumption, notwithstanding our small number of Professors, we 
are annually sinking deeper in debt. Hence it is of the utmost importance 
that this fund be brought into such shape, at the earliest possible moment, 
that it will yield something to meet the expenses of the College, and enable 
us to extend its educational resources. 

It is only an act of justice to the people of the State, who have directly, 
or indirectly, through their Representatives in the Legislature, contributed 
about $200,000 to 'erect the buildings and purchase and improve the farm of 
this Institution, that the endowment by which this property only can be 
efficiently used, should, as soon as possible, be made available. 

The grant of Land and Land Scrip from Congress to the several States 
for the endowment of Agricultural Colleges. 

The foregoing considerations, in great part, have had a general character, 
relating to the whole subject of Industrial Education, rather than to the 
Agricultural College of Pennsylvania in particular. This form of consid- 
ering the subject has been adopted, because all questions involved in the 
general consideration applied with especial force to this College. 

In closing this report I would venture a few remarks upon what would 
seem to be the legitimate object of the Land Grant by Congress, for the 
endowment of Colleges for Agriculture and the Mechanic arts. 

This Land Grant was the result of the growing intelligence of the agri- 
cultural classes of the country, and the modern development of all those 
sciences which have a practical bearing upon the industrial operations of 
life. A necessity for Industrial Colleges was felt throughout the entire 
country. Literary Colleges not only failed to suppty an education especially 
adapted to the peculiar necessities of the industrial classes, but through 
their highest officials they persistently proclaimed that no such special 
College education was requisite, and that the best education a young man 



32 

could have to fit him for practical duties in life, was to be found in the 
study of Latin and Greek. The idea of Industrial Education was turned 
into ridicule, and Industrial Colleges were denominated visionary ideals of 
impracticable men. Determined that means should be provided for a general 
system of Industrial Education, a few prominent friends of such a system 
of education from other States, in conjunction with the friends of the Agri- 
cultural College of Pennsylvania, after about six years of persistent effort, 
secured the passage, by Congress, of the Land Grant bill. This bill afforded 
sufficient land, or land scrip to each of the larger States, to enable them, 
with a reasonable effort from the State, to found one Agricultural College. 
Smaller States could only use it by establishing Agricultural Chairs in' 
Literary Colleges, as they had not enough to endow an Industrial College. 
The object of the bill, however, was most distinctly not simply to found In- 
dustrial Chairs in Literary Colleges, but to endow Industrial Colleges such 
as that, the organization of which, has been discussed in this paper. 

No sooner was the bill passed, than in some States the representatives of 
several Literary Colleges, with singularly bad taste, made a general rush to 
the State Legislature to secure a portion of the proceeds of the bill, and in 
the general scramble for a share of the spoils, in some instances, defeated all 
legislation upon the subject. That Literary Institutions should, with such 
undignified haste, grasp at resources (secured for the endowment of Indus- 
trial Colleges) to which they had not the slightest legitimate claim, is a 
melancholy illustration of the terrible extremities to which they are driven in 
the struggle for existence. It should warn those States, which would found 
State Industrial Colleges, to endow them properly, and not cast them into 
the world to struggle in poverty for existence, guided by a necessity which 
knows no law and recognizes no right. 

For what are the claims of these Literary Colleges upon the Land Grant 
Fund ? Can they afford the kind of education required in an Industrial 
College ? Can they organize the four or five different courses of study required 
to meet the peculiar necessities of Industrial Education ? Can they, with 
their half dozen Professors, do the work which fourteen first class scien- 
tific men are required to do, in addition to teaching all their literary studies ? 
No i They would only degrade Industrial Education to the standard upon 
which they have heretofore looked with merited contempt. They might 
vvcll compare the victims of their superficial smattering with the regular 
students of their classical course, as illustrations of how much better the 
study of Latin and Greek is for mental discipline than the study of any- 
thing else; 

Suppose, for illustration, that Ohio were to allow this Land Scrip Fund 
to bo frittered away upon half a dozen Colleges, or even upon two Colleges, 
u&rile Pennsylvania concentrated the whole upon one College, with some 



f 



r\ 6 



R D - 7 5. 



such organization as we have considered; does any one doubt which 
would have the most desirable plan of Industrial Education — Pennsylvania 
or Ohio ? Would not the ambitious sons of the industrial classes in Ohio 
despise their own Industrial Colleges, and come to Pennsylvania, just as 
students now crowd from all States to make up the 800 students of Harvard 
VUniversity. 

Ohio would do well to learn a lesson of wisdom from Pennsylvania, New 
York and Massachusetts, and other States whose Legislatures have been wise 
enough to keep this great perpetual legacy for the education of her industrial 
classes together. 

In conclusion, it should be remarked, that it is due to the 23 Literary 
Colleges in Pennsylvania to say, that they made no effort to obstruct legis- 
lation, upon the bestowal of the income from the endowment fund upon the 
Agricultural College of Pennsylvania, doubtless knowing, as they must 
have known, that the friends of this College had been mainly instrumental 
in getting the bill, donating the land, through Congress; and hence, by cour- 
tesy, no less than by right, and according to the spirit of the bill, were enti- 
tled to the fund for the endowment of the State Institution for which they 
procured it. Doubtless these Colleges would as likely have thought of asking 
the Trustees of the Agricultural College of Pennsylvania, to share with 
them the money they secured by private subscription, as to ask them to di- 
vide what was no less obtained by their own efforts to endow this College, 
and which is no less essential to its prosperity. It would have been for- 
tunate for the interests of industrial education, had Literary Colleges in 
some other States been guided by the same delicacy of feeling in regard to 
what they had no legitimate claim upon. But it is not too late to hope that 
all the States may see the suicidal folly of dividing their respective shares 
of this fund, and that they will each concentrate it upon one first class State 
Institution, and that all these Institutions will grow up in one great frater- 
nity, of Industrial Colleges, working together in harmony upon one uniform 
system, adapted to the dissemination of professional knowledge amongst 
the industrial cla- es. 

All of which is respectfully submitted. 

E. PUGH, President of Faculty. 

Note. — Since the above was put into the hands of the printer, it has trans* 
pired that the above opinion, as to the willingness of all the Literary Colleges 
of the State, to allow the Agricultural College of Pennsylvania to reap the 
full benefit of the funds which its friends had secured from Congress for its 
endowment, was too hastily expre^ed, as a bill has since been read in place, 
and referred to a committee, asking for one-third of the land scrip for the 
Allegheny College, at Meadville. It is hoped that the Legislature will 
8 



M 

give no encouragement whatever to a claim so unreasonable, so unjust, and 
which will so effectually tend to defeat the object of the land grant bill, 
while it must cripple', for many years to come, the cause of Industrial Edu- 
cation in our State. 

The following are a few of many obvious reasons why this claim should 
not be encouraged. 

1st. As already shown, in this report, the fund will scarcely yield suffi- 
cient income to endow one Industrial College properly. 

2d. Two or more partially endowed Institutions will be unable to give 
that character and efficiency to Industrial Education without which the whole 
system will fall into disgrace. 

3d. The Agricultural College of Pennsylvania is a State Institution ; the 
State has appropriated $100,000, and the people of the State havo donated 
nearly an equal sum to bring it into existence. It belongs to the State ; 
its property is held in trust by a Board of Trustees elected by delegates from 
the County Agricultural Societies of the State. 

4th. All this property can only be made available for the purposes de- 
signed by it, with the aid of such an endowment as that secured in the knd 
scrip fund. It was part of the plan of the friends of this College, when 
asking the Legislature^ to appropriate money to put up its large buildings, 
to secure an endowment from this source, and to this end they were, at the 
same time, laboring in Cougress for the passage of the Land Grant bill. In 
view of their being confident of securing, an endowment from this source, 
they promised the Legislature, when asking for money to complete the Col- 
lege buildings, not to ask the State for an endowment. 

5th. The friends of the Agricultural College of Pennsylvania secured the 
passage of the Land Grant bill by Congress. 

A member of their Board of Trustees (then, as now, a prominent member 
of Congress) devoted almost an entire session in Congress to its passage, 
and other friends of the College visited Washington several times for the 
same purpose. Without their aid the bill would not have passed. 

6th. The Agricultural College of Pennsylvania has no other endowment; 
it has serious pecuniary embarrassments that will oblige it to fall back upon 
the State Legislature to secure an appropriation to meet, and these embar- 
rassments will be constantly recurring, if its managers are thus unjustly de- 
prived of the endowment they have secured from Congress. 

7th. The Allegheny College, at Meadville, is not a State Institution — it 
is not under the control of the industrial classes of the State — it does not 
belong to the State — it was not originated for Industrial Education, nor has 
it been devoted to it — its friends did nothing for the passage of the Land 
Grant bill in Congress ; and at the time this bill originated they had not con- 
ceived the idea of Industrial Education, and even now I am told that their 



35 

conception of the demand for such education is embraced in what " a Pro- 
fessor of Agricultural Chemistry, who will analyze soils," (the one thing 
which ie now discarded by all good Chemists as of no use) can do in their 
College ! ! ! They seem not to have thought of Industrial Education, and 
the "Chemist to analyze soils," until to do so afforded a pretexts for grap- 
pling for the Land Grant Fund. The industrial interests of our State and 
posterity never could pardon an act, fraught with such ruinous consequences 
to the cause of Industrial education, upon a pretext bo flimsy as/that upon 
which it is attempted to divide this fund. The College at Meadville was 
not originated with the expectation of endowment from this source ; and 
hence it being deprived of it, dei'eats no expectation entertained and acted 
upon in calling it into existence. On the contrary, it is a local denomina- 
tional literary school, under the control of a particular sect, and it has other 
sources of endowment. 

It cannot be that the Legislature of Pennsylvania will encourage this 
claim. There are over 20 other Institutions in the State with claims equally 
just, or rather equally preposterous. In order to promote the interests of 
this claim, incorrect representations have been made as to the price this 
land scrip will bring in the market, in order to show that it will yield too 
much for one Institution. The values given on p. 30 are, I think, the limits 
between which the annual income will be found, and in this opinion I am 
sustained by a number of prominent gentlemen who have given the subject 
much attention, and several of whom have been, and some now are, extensive 
dealers in land scrip. 

E. PUGH. 

Hariusburg, Jan. 14, 186-1. 



INDEX. 



PAGE. 

The Pecuniary Resources and Educational Character of the Colleges 

and Universities in the United States. r. 3 

Resources required to sustain Agricultural and Industrial Colleges 11 

The Organization of an Industrial College 13 

Officers and Assistants . 14- 

Professsors and Assistants required 15 

College Buildings, Out Buildings, &c 18 

Apparatus, Natural History Collections, Museums, Library, &c; 19 

Means of Scientific Investigations 21 

Prizes, Beneficiary Fund, and Free Scholarship, &c 22 

Plan and Course of Instruction. 24 

Endowment of Industrial Colleges..... 28 

The Land Scrip Fund donated by Congress — its object, and the proper 

means of using it 31 

The Attempt of the Allegheny College of Meadvilie to take part of the 

Land Scrip Fund from the Agricultural College of Pennsylvania 33 




. 













.0 o- v^V e V*--° * 01 











4 o^ 



♦W222* 



\ 
















Era* **o« .*«^- *ov* r^fif. ^o< :>8^- «b/ ^ 

Pff. / %'.^V V™V %'*^>° \' 







,< 



.*' 




* ^ 










<\ *'.. <* ,G 












/ 4 






- ° ,N0 '• % o* ••••. % V^,*^ *cv #* ..... % 



ST. AUGUSTINE 











FLA. 
32084 



029 927 160 2 



m 



mm 
mm 

■ 



• 



§»£§§8SiiS§88i 



&■'&. 



:.L-& 



Iffl 






»i§8: 



$@m 



• g&sgg 



%®mm 



®mim 



